Lesson Plan for

Implementing NETS•S
Template with guiding questions
Teacher(s)
Name Ginny Harvey

Position Teacher

School/District Parkview High School/Gwinnett County Public Schools

Grade Level(s) 11th & 12th Grade(s)

Content Area AP Psychology

Time line Monday, April 24th (50mins)

Standards
● What do you want students to know and be able to do?

● What knowledge, skills, and strategies do you expect students to gain?

● Are there connections to other curriculum areas and subject area benchmarks?

● Please put a summary of the standards you will be addressing rather than abbreviations and
numbers that indicate which standards were addressed.
2.J Identify the contributions of key researchers to the study of the brain.
4.A Identify the contributions of key researchers in the psychology of learning.
5.C Identify the contributions of key researchers in cognitive psychology
5.O Identify the contributions of key researchers in intelligence research and
testing.
6.E Identify the contributions of major researchers in developmental psychology in
the area of social development in childhood.
6.I Identify the contributions of major researchers in the area of cognitive
development in childhood.
7.D Identify contributions of key researchers in the psychological field of motivation
and emotion.
9.F Identify the contributions of key researchers in the areas of conformity,
compliance, and obedience.

7.A Identify and apply basic motivational concepts to understand the behavior of
humans and other animals
Content Standards 7.F Compare and contrast major theories of emotion.
NETS*S Standards: 1.1 C: Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
1.6: Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals.
1.7 A: Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.

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 1.7 B: Students use collaborative technologies to work with others, including peers, experts
or community members, to examine issues and problems from multiple viewpoints.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The lesson begins with the Major People of Psychology Quiz. Students have the first 20 minutes of class to
complete the quiz, which includes a drop-down menu of a number of different psychologist. Students have to take
the definition and try to determine which psychologist matches with each definition. At the end, it asks students
how well they feel they did on the people quiz, what study strategies they can employ to help remember the
names of the different psychologist, and if they have any questions or comments about how to help them study
moving forward on the last few days prior to the AP exam.

Students then get an AP Exam Overview. Students are presented with a screenshot of the Google calendar. The
Google calendar lists activities to be completed in class as well as activities after school during review sessions.
Students are able to take a practice multiple choice 100 question test in 70 minutes after school testing begins at
2:30- 3:40. Each practice test taken will replace the student's lowest classwork or quiz grade with 100%, if effort is
shown. Students are able to sign up via an app called sign-up genius, the sign-up genius allows students to sign
up for any day. The test is available after school. This is a great way of showing what students have chosen to
sign up for the exam, and when they are coming in to give me a ballpark of how many to expect in the review
session.

After students are reminded of a couple of deadlines, students are presented in groups, a number of questions to
consider about the unit. We are to review for the day on motivation and emotion. In groups, they discuss a series
of questions, and then they are presented verbally to the class. This is a traditional model, but an effective one.

Students then review an assignment they are working on in preparation for the AP exam called the G-Town
challenge. This is a fascinating website I found that offers diagnostic tests for each of the units of AP Psychology,
as well as a practice 50 and 100 question multiple-choice test. This is a site created by one of the AP psych
teachers in an AP Psych Facebook group I’ve joined. It is similar to Khan Academy, and a fascinating site I’ve just
implemented in my class this year. Students have to complete at least five of the practice 15 question quizzes for
many of the levels, ranging in difficulty from easiest to difficult, as well as a 50 question challenge zone and a 100
question challenge zone, each with a score of at least 70%. Yikes. Not an easy feat. Students can take it as many
times, as they would like, and gives him a great idea of what they might make on the AP Exam.

After going over the quiz, the expectations for the AP exam, and their major review assignment to be completed at
home, students then are presented with what they will need to know in the Personality, Motivation, Emotion unit
on the AP exam. This is a huge part of what is on the AP exam, 11 to 15%, so students need to be well-prepared
in order to be successful. First, I provide a list of the people that are important in this unit. Then they view a
number of visuals going over exactly what they need to know for the AP exam, including graphs, charts, and other
tricky topics.

Students then view a study guide via Google Slides. The study guide goes over, major people and other tricky
topics in a well organized fashion. Students are able to share the study guide, print it, make a copy, however, they
may choose! This is useful in breaking down exactly what students need to know. The study guide, as well as the
quiz taken at the beginning of class or both found on Google Classroom, as well as on eclass/D2L. Additionally,
students are provided with a set of slides taken from this unit, which is a good reminder since students haven’t
looked at this unit since back in November!

At the end of class, students are invited to play a number of review games, including Quizlet, Quizizz, Kahoot,
Blooket, and Gimkit. Students work alongside their peers as well as their teacher, to choose which of the games
they would like best to play. Each of these go directly over the content previously reviewed in class. The terms
and questions on these quizzes are exactly aligned with the CED standards, and are all things that have a
possibility of showing up on the AP exam in a couple of weeks. This is a fun way to conclude the class in the last
15 or so minutes or as much as time allows.

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Essential Questions

● What essential question or learning are you addressing?

● What would students care or want to know about the topic?

● What are some questions to get students thinking about the topic or generate interest about the topic?

● What background or prior knowledge will you expect students to bring to this topic and build on?

Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered
with a simple “yes” or “no” and should have many acceptable answers.

Essential Question: What do you need to know about the people of psychology and the PME personality,
motivation, emotion unit?
● Who are the main researchers within each of the 7 perspectives of psychology?
● What are the theories of motivation?
● What are the theories of personality?

Assessment

● What will students do or produce to illustrate their learning?

● What can students do to generate new knowledge?

● How will you assess how students are progressing (formative assessment)?

● How will you assess what they produce or do? How will you differentiate products?

You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.

There are a number of ways I am assessing student learning. First is the People of Psych quiz. This goes over 25
different major psychologists we have studied throughout the year. Students have reviewed over the past few
weeks to prepare for this. This is a great formative check to see where students are at. Additionally, students are
required to leave comments reflecting on their learning at this point. I will go back and look at this feedback as a
way of informing my structured instruction.

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 Major People of Psych Quiz

Additionally, on the GTown challenge, students are required to submit when they have completed short practice
quizzes, a 50 question quiz, and a 100 question quiz, each with scoring at least a 70%. Students will be able to
demonstrate through the scores and how many attempts it took them which areas they struggle in. I will be able to
go back and look at the scores as a way of determining what units need to be reviewed further, both for the days
leading to the AP exam, and for future years instruction.
Sample Student Scores

The review games are also a great way of being able to see how well students reviewed from our discussions on
Sensation Perception in our lesson. Many of these review games allow you to view the results and print them. I
can use these stats to see which question specifically students have struggled in. This is a great help in reviewing
for the AP exam!

And, of course, though I will not be receiving those scores until July., The most useful way of determining student
achievement is going to be through how students do on the final AP exam. College board will break down the
scores unit by unit, standard by standard. I will be able to see out of my over 150 students what units students
struggled with the most. I can look at this specific unit as a lens to see how well students performed in today’s
review. If students struggled in certain standards or competencies within this unit, I may need to reflect, and
change how I did this review for next year.

Resources

● How does technology support student learning?

● What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact
with the content?

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 ● What opportunities did you have to collaborate with your students to discover and use new digital
resources to meet their learning goals? (Note: This meets part of ISTE standard 4.2)
● What previous technology skills should students have to complete this project?

Students will use their Chromebooks as well as their own personal devices in order to complete the Google
People of Psych Quiz, as well as the review games, respectively. Students also have access to their Google
Classroom, which contains all the slides, study guides, reviews, quizzes, all the things found on our eClass/D2L
page, etc!

In order to collaborate with my students, we will all work together in our review games. I make it a point to always
use the games with my students. I put these on in live mode, casting them to the projector, so students can see
in real time questions being displayed. This is essential in troubleshooting for students who do not bring a device
for some reason, and are unable to play the game. Additionally, it creates a strong rapport with my students to
show that I am working alongside them.

Students should already have a very familiar knowledge of eClass and all of the Google platforms. We have
been working with these tools since the very beginning of the school year daily. There is no reason why any
student should not be able to use these platforms at this point. However, it is important as my role as the
facilitator of knowledge to be ready and confident on these tools to assist my students where they are at.

Instructional Plan and Preparation

● What student needs, interests, and prior learning provide a foundation for this lesson?

● How can you find out if students have this foundation?

● What difficulties might students have?

Though I provide an in-depth look at how to use tools such as Sign-Up Genius and some of the lesser known
games such as Blooket and Quizizz, my students do need to have a good knowledge of different Google tools,
such as Google Slides and Google Forms. Both of these are tools I do expect my students to know ahead of time.
However, in order to make sure students know how to use these tools, we completed a number of intro activities
at the beginning of the school year on how to use our different technological tools in class,

Management-- Describe the classroom management strategies will you use to manage your students and the
use of digital tools and resources.

● How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.)

● What strategies will you use to achieve equitable access to the Internet while completing this lesson?

● Describe what technical issues might arise during the Internet lesson.

● Explain how you worked with students to resolve or trouble-shoot them? (This meets part of ISTE
standard 4.2.)
● Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the
process. Be sure to indicate how you prepared for problems and work through the issues that occurred as
you implemented and even after the lesson was completed.

If there are troubleshooting issues such as the Internet going out, students will be able to work on their own paper
and pencil to complete the quiz. Print-outs of the Google form are provided, as there are always issues with
students not bringing their Chromebooks, or not bringing the correct device, which is on locked mode on the
Google Form. Students are aware of this, and I will also be going around troubleshooting any issues. I usually

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expect to have a number of questions about terms students are confused with particularly during the quiz, as well
as during the discussions and review games. It is imperative that I act in this role as the assistant to learning,
helping students where they are struggling

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson.

● How will your learning environment support these activities? What is your role? What are the students'
roles in the lesson?
● How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of
Bloom’s Taxonomy?
● How can the technology support your teaching?

● What authentic, relevant, and meaningful learning activities and tasks will your students complete?

● How will they build knowledge and skills?

● How will students use digital tools and resources to communicate and collaborate with each other and
others?
● How will you facilitate the collaboration?

Students are required to bring their Chromebook to my class and all of their classes, every period, every day.
These Chromebooks are provided by Gwinnett County Public Schools to each student. My students will need
them in particular on this day in order to complete the People of Psych quiz. Students will complete this quiz, as
well as signing up for a time to come in to take a practice test, and listening to some of the brief overview of the
unit individually. However, students will work in groups both in the review questions halfway through class, and in
many of the review games, a number of which are collaborative and require a group or a partner.

Differentiation

● How will you differentiate content and process to accommodate various learning styles and abilities?

● How will you help students learn independently and with others?

● How will you provide extensions and opportunities for enrichment?

● What assistive technologies will you need to provide?)

I will be differentiating off of student's IEP’s and 504s. I know I have a couple of students who have extended time
as part of their accommodations for either an IEP, or 504, depending on the situation. One example being one of
my students who has a 504 for anxiety. She is allowed time and a half on quizzes and tests. This is one of my
brightest students who get very anxious on a timed test. I will allow her these extra accommodations of course as
part of this plan.

One of the key things I need to make sure and avoid is groupthink. This is a psychological concept, where, in
essence, people are not willing to speak out against the group. For example, when a teacher asks, “are there any
questions?”, and nobody says anything. Why? Because they don’t want to speak out against the group, they don’t
want to feel embarrassed and singled out. To avoid this, I will need to ensure that students are getting extra

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assistance. This could be a simply, as just walking around the room and monitoring behaviors, answering
questions, being that present person, so they know that it is safe to ask questions for fear of judgment.
Additionally, asking the reflection question at the end of the quiz at the beginning of class if there are, any
questions is a great way of getting my introverted students to speak out about things that they still need review on.
In addition, I can take the feedback data from the review games to help in assisting with what students are
struggling in.

Reflection
● Will there be a closing event?

● Will students be asked to reflect upon their work?

● Will students be asked to provide feedback on the assignment itself?

Also answer the following questions:

● How will you know if the students found the lesson meaningful and worth completing?

● In what ways do you think this lesson will be effective?

● Why do you think this?

● What problems do you anticipate and why?

● How would you design and/or teach this lesson differently if you had more time?

While there is reflection in the People of Psych quiz at the end of the quiz, much of the reflection will be after the
AP exam when students return on Wednesday, May 3. We will have discussions as we debrief and celebrate after
the long weeks of studying for the AP exam. Students will consider which units they felt they studied for the best
in and which they did not.

At the end of the semester, my juniors will be taking their final exam, as virtually all seniors are exempt. There are
a number of reflective activities in this final exam, including asking students to write letters to future AP Psych
students. One of the asks in this assignment is to consider, “which resources were the most useful to you over the
year?”. I will be sure when I finish finalizing the exam to include a question about which tech tools were the most
useful to students. I think it’s an ITEC student this would be very beneficial and better understanding my students,
and which tools are working over others.

One of the best ways to really see how students felt about the lesson is simply through conversations, ask the
students what worked! I think that students will find the quiz fairly straightforward. They will likely be the most
confused from the Sign-Up Genius, which is not something that I have seen other teachers at my school use.
Google Slides they use nearly every class. I think they will mostly appreciate the fact that it is embedded in their
eClass/D2L page in an easy to find a way where they don’t have to go searching through all the Google
Classroom content. While many students are familiar with games like Kahoot and Quizlet, I imagine many
students will appreciate the break-up of using simply these platforms they are more used to, versus things like
quizzes, and look at which are less popular at the school.

If I had more time, I think that I would give more opportunity for reflection. Maybe even just considering a quick
Google form QR code at the beginning and end of class. While I don’t want to survey the students too much, this
feedback would be very useful in helping my class in the future.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

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One thing I wish I’d done differently was how I spaced out my lesson. I tried to implement this lesson in only one
day (Typical rushed AP teacher before the AP Exam!). It felt very rushed, and I ended up using a number of the
sources, including the review, games on later days, trying to spread out the material for students. This is one of
the largest topics throughout the year, and there’s a lot of information to try and reiterate with the students.

Additionally, I would definitely consider the level of your learners if someone else wants to implement this lesson.
My students spent nearly a month on this unit, and had plenty of preparation in advance. This is a review to get
ready for the larger at hand AP exam, which students will take on May 2nd. These are mostly all above average
scoring students, many of whom are very ambitious and need very little direction to follow along with these
activities throughout the lesson. Someone teaching this in another school, and another setting with a different
group of students might feel a bit differently, and would need to slow down the pace a bit more than I chose to.

I am mostly very pleased with this lesson. It took a long time putting all of these resources together and organizing
them in a way that made sense for my students. Using the accordion template on eClass was a huge lifesaver,
and made it look a lot more aesthetically pleasing. Most students did this without much complaint. I’ve been using
a similar format over the past couple of weeks of review, so students are used to seeing this. The main difference
I made, of course, was using more digital tools than usual.

I certainly plan to use this lesson again with my students next year. Hopefully the use of digital tools will prove
effective on the AP exam, and will be a trend that I continue along further in the future!

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